Curriculum Studies and Teaching

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Curriculum Studies and Teaching

curriculum studeis and teachingWhether you are pursuing a career as a curriculum developer, a professor, consultant, the Morgridge Curriculum Studies and Teaching program can help you develop into a bold leader and innovator.

The Morgridge College of Education at the University of Denver offers a Master’s degree in Curriculum and Instruction, including institutional recommendation for Colorado teacher licensure. This degree option can be attained through two distinct pathways the Denver Teacher Residency (DTR) or the Teacher Education Program (TEP).

The Morgridge College of Education at the University of Denver also offers a master’s degree in Early Childhood Special Education. This program will prepare you to be a highly qualified, competent, collaborative, ethical and self-reflective Early Childhood Special Education Specialist.

Available programs:

If you plan to attend University of Denver with a student visa, please click here for important information regarding licensure.

Why Should I Choose Morgridge?

Why  should you choose Morgridge?

At Morgridge, our InContext learning approach means we focus on bringing classroom knowledge and real world experiences together. As part of this commitment, we developed our Curriculum Studies and Teaching degree programs with flexibility and variety in mind so you can focus on specific areas of study that fit with your interests and career goals.

MCE offers small classes and a personalized, hands-on approach. Your learning and practice experiences in our master’s program will be based on a strong understanding of the interrelationship between environmental, neurobiological and cultural influences on development. This approach is designed to prepare you to meet the needs of children and their families within the ever-changing global society.

Because practice is an important part of learning, our program provides you with InContext experiences so you can apply what you are learning to real-world settings and issues:

  • Developing new interactive educational tools and implement educational programming for local organizations such as the Denver Art Museum and the Denver Zoo
  • Providing instructional coaching for math teachers at online schools
  • Partnering in research projects with the Ricks Center for Gifted Children and the Institute for the Development of Gifted Education (IDGE)
  • Gain hands-on experience in implementing intervention plans for infants, toddlers and pre-school students who have special needs or developmental delays through The Donne and Sue Fisher Early Learning Center, a unique  inclusive early learning center serving the Denver community located in Morgridge College of Education.
  • Participate in research projects related to very young children with special needs
  • Begin your field experience from day one at several local public and private partnership schools and agencies

Faculty

Blackman, Terrance, Ph.D.

Blackman, Terrance, Ph.D. : Assistant Professor

Assistant Professor

Curriculum Studies and Teaching
303-871-2149, KRH 335
Terrence.Blackman@du.edu

Dr. Blackman received his PhD from The Graduate School of City University of New York.  He is a Number Theorist and a Mathematics Educator. He works on aspects of the Jacquet-Langlands correspondence in the Langlands program and on increasing the participation of underrepresented minorities in mathematics and science from grade school to graduate school and beyond.  His research interests include strategies which enhance the mathematical preparedness of underrepresented students for college level mathematics and those which support access, for underrepresented students, to meaningful undergraduate mathematics, strategies which foster retention and persistence in mathematics for all students but particularly for those from underrepresented communities, and the use of number theory in the teaching and learning of mathematics and in mathematics education research.  Dr. Blackman is an avid Table Tennis player.

Portfolio Coming Soon!

Clements, Douglas H, Ph.D.

Clements, Douglas H, Ph.D. : Kennedy Endowed Chair in Early Childhood Learning and  Professor

Kennedy Endowed Chair in Early Childhood Learning and Professor

Kennedy Institute for Educational Success/ Marsico Institute for Early Learning and Literacy / Curriculum Studies and Teaching
303-871-3983, KRH 154
Douglas.Clements@du.edu

Dr. Clements received his PhD from the University at Buffalo, State University of New York. Previously a preschool and kindergarten teacher, he has conducted funded research and published over 500 articles and books in the areas of the learning and teaching of early mathematics and computer applications in mathematics education. Dr. Clements was a member of President Bush's National Math Advisory Panel, the National Research Council’s Committee on Early Mathematics the Common Core State Standards committee and a coauthor of their reports.  His research interests include creating, using and evaluating research-based curricula, taking successful curricula to scale using technologies, and learning trajectories in standards, assessment, curriculum and professional development.

Portfolio

Hafenstein, Norma, Ph.D.

Hafenstein, Norma, Ph.D. : Director, Ricks Endowed Chair for Gifted Education,  and Clinical Professor

Director, Ricks Endowed Chair for Gifted Education, and Clinical Professor

Institute for the Development of Gifted Education/ Curriculum Studies and Teaching
303-871-2527, KRH 359
nhafenst@du.edu

Dr. Hafenstein received her PhD from the University of Denver.  She founded the Ricks Center for Gifted Children and the Institute for the Development of Gifted Education.  Dr. Hafenstein also serves as a member of the Colorado Department of Education Gifted and Talented Endorsement Standards Committee.  Her research interests include young gifted children, information-processing styles, social and emotional development, mathematical ability, and individualized educational planning.  Dr. Hafenstein loves music, is a classically trained pianist, currently performs in a women’s choir, is an avid reader, and is interested in art from Impressionist Era to Southwest works.

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Hartnett-Edwards, Kimberly, Ph.D.

Hartnett-Edwards, Kimberly, Ph.D. : Assistant Professor

Assistant Professor

Curriculum Studies and Teaching
303-871-2720, KRH 347
Kimberly.Hartnett-edwards@du.edu

Dr. Hartnett-Edwards received her PhD from Claremont Graduate University.  She previously held a faculty-directorship at California State University, San Bernardino in the Reading Language Arts Graduate Program. Dr. Hartnett-Edwards’ current research includes work with oral and written language acquisition models, and teacher development and support.  She enjoys knitting, skiing, tennis, and sailing the west coast of Mexico in Tsunamita, her 36' Hunter sailboat.

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Kawafune, Mayumi

Kawafune, Mayumi : Teacher Education Coordinator

Teacher Education Coordinator

Academic Services/ Curriculum Studies & Teaching
303-871-2314, KRH 351
Mayumi.Kawafune@du.edu

MA from the University of Denver, BA from the University of Colorado at Denver

Primary Responsibilities: This position serves as the Coordinator of Morgridge College of Education (MCE) teacher education programs. The Coordinator assists in the implementation of the Denver Teacher Residency (DTR), a partnership between MCE and Denver Public Schools (DPS), and assists in administration of the MCE Teacher Education Program. The Coordinator plays a role in the facilitation, implementation, on-going administration, and data compilation for the evaluation of the DTR and is the collaborator between MCE, DPS, and community partner personnel.  This position is also the point person, knowing of and suggesting how best the program can follow DU processes and procedures.

Kitchen, Richard, Ph.D.

Kitchen, Richard, Ph.D. : Kennedy Endowed Chair in Urban Education and Professor

Kennedy Endowed Chair in Urban Education and Professor

Kennedy Institute for Educational Success/ Curriculum Studies and Teaching
303-871-2255, KRH 337
richard.kitchen@du.edu

Dr. Kitchen received his PhD from the University of Wisconsin-Madison.  He graduated from Denver East High School, started his teaching career in the Denver Public Schools, and B.F. Kitchen Elementary in Loveland, Colorado is named after his grandfather.  Prior to joining the Morgridge faculty in the fall of 2012, Dr. Kitchen was a professor of leadership in mathematics education at the University of New Mexico (UNM) where he held a dual position in the Educational Leadership degree program and the Department of Mathematics & Statistics.  His research interests include Diversity and Equity in Mathematics Education, School Reform at Urban Schools that Serve the Poor, Formative Assessment of English Language Learners, and History of Education in the U.S.

Portfolio

Lear, Janet, M.A.

Lear, Janet, M.A. : Clinical Assistant Professor

Clinical Assistant Professor

Curriculum Studies and Teaching
303-871-2474, KRH 352
Janet.Lear@du.edu

Ms. Lear received her MA from the University of California-Berkeley.  She worked for fourteen years in teacher preparation at the University of New Mexico. She has been a reading specialist, ESL/bilingual resource coordinator, and middle school teacher. On the national level, Ms. Lear was a member of the Partnership for Assessment of Readiness for College and Careers.  She has been honored with the Outstanding Lecturer of the Year Award from the University of New Mexico and the Leadership in Literacy Award from the International Dyslexia Association.  Her research interests include teacher effectiveness, effective preK-12 reading instruction, dyslexia, improvement of school quality, and the impact of educational policy on public education.  Ms. Lear enjoys walking her dogs, knitting, and reading.

Portfolio site coming soon!

Lerner, Jessica, Ed.S.

Lerner, Jessica, Ed.S. : Lecturer & Field Coordinator

Lecturer & Field Coordinator

Curriculum Studies and Teaching
303-871-2517, KRH 336
Jessica.Lerner@du.edu

Ms. Learner holds an EdS from the University of Colorado-Denver.  She formerly worked with Denver Public Schools as a literacy coach and with The New Teacher Project as a teacher evaluator. Her professional interests include improving teacher effectiveness through pre-service preparation, coaching, and mentoring.  Outside of work, Ms. Lerner loves exploring Denver with her husband and two small children.

Portfolio

Michalec, Paul, Ph.D.

Michalec, Paul, Ph.D. : Program Coordinator and Clinical Professor

Program Coordinator and Clinical Professor

Curriculum Studies and Teaching
303-871-7952, KRH 343
pmichale@du.edu

Dr. Michalec received his PhD from the University of Colorado-Boulder.  He is the former director of student teaching at Skidmore College, serves on editorial boards for the newsletter EnCouragement and the journal Democracy and Education, leads professional development for religious communities, and is a founding member of Colorado Courage and Renewal.  His research interests include teacher education, effective instruction in higher education, spiritual dimensions of teaching, and teacher renewal/formation.  Dr. Michalec enjoys biking, baking, drawing, nature study, pursuing a MA in Theological Studies, and reading in the areas of theology, poetry, philosophy, identity, and educational-spiritual reform.

Portfolio.

Miller, Gloria E, Ph.D.

Miller, Gloria E, Ph.D. : Professor

Professor

Child Family and School Psychology/ Curriculum Studies and Teaching
303-871-3340, KRH 254
Gloria.Miller@du.edu

Dr. Miller received her PhD from the University of Wisconsin-Madison.  After graduation, she took a position in the Department of Psychology at the University of South Carolina where she taught undergraduate and graduate students for 11 years, practiced as a school psychologist, served as the undergraduate program director, and co-directed the Child and Family Studies Center, a NIMH research project investigating family-based treatment to prevent aggressive and challenging behaviors in young children. Dr. Miller’s publications include articles, chapters, and books on home and school prevention and intervention strategies to enhance early literacy, self-regulation and social emotional development. Her personal interests include reading, hiking, skiing, tennis, gardening, traveling, and "playing" with her husband of over 35 years and her daughter.

Portfolio

Pollard-Durodola, Sharolyn, Ed.D.

Pollard-Durodola, Sharolyn, Ed.D. : Morgridge Endowed Associate Professor in Literacy

Morgridge Endowed Associate Professor in Literacy

Child, Family, & School Psychology/ Curriculum Studies Teaching: Early Childhood Special Education
303-871-3352, KRH 255
Sharolyn.Pollard-Durodola@du.edu

Dr. Pollard-Durodola received her EdD from the University of Houston.  She has 14 years of school-based experiences (school administrator, reading specialist and teacher) in high-poverty settings, and prior to joining the University of Denver, Dr. Pollard-Durodola served as Associate Professor of the Bilingual Education Program in the Department of Educational Psychology at Texas A&M University.  Central to her scholarship is an interest in developing intervention curricula that build on validated instructional design principles, evaluating their impact on the language and reading development of struggling readers (Spanish/English), and investigating how to improve the teaching quality of language/literacy practices of teachers of young English Language Learners (ELLs) and non-ELLs who are at risk for reading difficulties.  Dr. Pollard-Durodola enjoys photography and visiting lighthouses.

Portfolio site coming soon!

Russell, Nicole, Ph.D.

Russell, Nicole, Ph.D. : Assistant Professor

Assistant Professor

Curriculum Studies and Teaching
303-871-2487, KRH 349
Nicole.M.Russell@du.edu

Dr. Russell received her PhD from the University of Washington.  She has over 10 years of teaching and coaching experience in urban schools.  Dr. Russell previously held a mathematics instructional coach position at TAF Academy, a STEM and college readiness school in Seattle. Her research interests include examining the role of race and culture in mathematics teaching and learning specifically for African American students, working with pre-service and in-service teachers to operationalize components of culturally responsive mathematics teaching into explicit instructional practices, and the history of mathematics education of African Americans (1860s to 20th century).  Dr. Russell enjoys spending time with family and friends and getting spa treatments.

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Salazar, Maria del Carmen, Ph.D.

Salazar, Maria del Carmen, Ph.D. : Program Coordinator, Teacher Education Program, and Associate Professor

Program Coordinator, Teacher Education Program, and Associate Professor

Curriculum Studies and Teaching
303-871-3772, KRH 348
msalazar@du.edu

Dr. Salazar received a PhD from the University of Colorado-Boulder.  She served for three years on the Colorado Quality Teachers Commission to design a teacher identifier system for the state of Colorado. Dr. Salazar has served for four years on the Interstate Teacher Assessment and Support Consortium (InTASC), a national collaborative to revise model content standards and develop learning progressions for teacher licensure, assessment and development.  Her research and scholarship center on transformative teacher preparation for diverse learners through empirical research and promising practices in teacher recruitment, preparation, and professional development.

Portfolio

Sarama, Julie, PhD

Sarama, Julie, PhD : Kennedy Endowed Chair in Innovative Learning Technologies and Professor

Kennedy Endowed Chair in Innovative Learning Technologies and Professor

Kennedy Institute for Educational Success/ Curriculum Studies and Teaching
303-871-2895, KRH 152
Julie.Sarama@du.edu

Dr. Sarama received her PhD from the University at Buffalo, State University of New York.  She designed and programmed over 50 published computer programs, including her version of Logo and Logo-based software activities (Turtle Math™, which was awarded Technology & Learning Software of the Year award, 1995, in the category "Math").  Dr. Sarama has taught secondary mathematics and computer science, gifted math at the middle school level, preschool and kindergarten mathematics enrichment classes, and mathematics methods and content courses for elementary to secondary teachers.  Her research interests include developing and evaluating research-based educational software and other technologies, using learning trajectories in standards, assessment, educational technology, curriculum and professional development, developing and evaluating research-based curricula, and asking successful curricula to scale using technologies

Portfolio

Uhrmacher, Bruce, Ph.D.

Uhrmacher, Bruce, Ph.D. : Department Chair and Professor

Department Chair and Professor

Curriculum Studies and Teaching
303-871-2483, KRH 344
buhrmach@du.edu

Dr. Uhrmacher received his PhD from Stanford University.  He served as President of the American Association For Teaching and Curriculum and was honored with the University of Denver Distinguished Teaching Award.  Dr. Uhrmacher serves as the faculty advisor for the Aesthetic Education Institute of Colorado (AEIC) and as a Co-Editor of the journal Curriculum and Teaching Dialogue.  His research interests include alternative school settings, curriculum theory and practice, Waldorf education, issues in qualitative research, and arts-based research.  Dr. Uhrmacher is a St. Louis Cardinals fan. He recently started playing drums, and is a music aficionado of bluegrass, country, rock, jazz, and especially western swing music.

Portfolio

Careers

Early Childhood Special Education- MA

Graduates of this program will be prepared to serve as Early Childhood Special Education Specialists in a variety of settings. The program is designed to meet the Colorado Department of Education’s requirements for Early Childhood Special Education Specialist licensure

Teacher Education Program (TEP) – MA with Licensure

TEP apprentice teachers leave the program well prepared and are thus highly competitive for teaching positions. As a result, area principals and hiring committees are likely to select DU apprentice teachers for positions in K-12 schools, charter schools, and private schools.

Denver Teacher Residency – MA with Licensure

Residents who successfully complete the residency year will be considered a high-priority candidate to teach in Denver Public Schools. Residents make a five-year program commitment to serve as a resident and teacher of record in a hard-to-serve, hard-to-fill position in Denver Public Schools.

Curriculum and Instruction- MA

In addition to attracting students interested in public schools, we also offer professional training and intellectual engagement that supports students interested in areas of curriculum development for public and private sectors, non-profit and for-profit education centers and cultural institutions.

Curriculum and Instruction- EdD

Our EdD students will be those who seek to understand and affect practice, conduct research, and continue their work or move into such positions as K-12 and postsecondary teachers, department chairs, central office specialists, instructional coaches and team leaders. In addition, the program will prepare educators at zoos, museums and other public places, higher education instructors and managers and online instructors or teacher educators. For those interested in higher education positions, this degree provides a perspective of scholarly practitioners as opposed to researchers dedicated to theory.

Curriculum and Instruction- PhD

Many of our PhD students take faculty positions in upper-level research institutions, while other graduates enjoy highly successful careers in the public school environment designing, implementing and evaluating curriculum.

Program FAQ

How many students do you enroll each year?

  • Early Childhood Special Education: We typically admit between 5 and 15 students each year.
  • TEP and DTR: We typically admit between 5 and 15 students each year.
  • Curriculum and Instruction: For the master’s program, we typically admit between 5 and 15 students each year, the EdD, between 5 and 25 students, and in the PhD between 3 and 10 students.

Where do students in the program come from?

  • Students admitted to the program come from across the United States and internationally.

General FAQ

General Questions
When does the program start? Can I begin anytime?
  • Most programs begin each year in Fall Quarter which is typically the first or second week of September. Some programs, such as the Teacher Preparation Programs and the  Educational Leadership and Policy Studies Programs, begin in the Summer Quarter (early June). On rare occasions, students can begin their studies in a different quarter, however, this is arranged on a case-by-case basis only. Students should contact the Morgridge Office of Admissions at edinfo@du.edu to explore this option.
What does full-time enrollment mean?
  • Full-time enrollment status in a graduate program is achieved by taking a minimum of 8 credit hours per quarter. However, specific funding may require a student to complete 9 credit hours per quarter.
Are classes offered online?
  • The majority of our classes are offered on campus, however, there are a few courses that are offered either in a blended format (online with some on-campus meeting times) or online. Blackboard is an online tool used by most faculty at DU to provide access to selected course materials, no matter the setting of the class meetings.
How many students are in a typical class?
  • Our average class size is generally between 20 and 25 students, but many classes will have 8 to 10 students.

Learning More About Programs and DU

Can I set up an appointment to visit the campus and discuss program options?
  • Yes. Although not mandatory, we encourage prospective students to see the campus, meet current students, and attend classes. This is probably your best means of getting a feel for our program. To set up a campus visit call the Morgridge College of Education Office of Admissions and Enrollment Services at (303) 871-2509 or (800) 835-1607, or email at edinfo@du.edu. It is preferable if you would arrange for visits through the Admissions Office and not through individual faculty.
Can I talk to a student from the program?
  • Yes. We encourage prospective students to communicate with current students in order to get the clearest possible picture of graduate life at the University of Denver. We have current Student Ambassadors on hand to meet with prospective students to share their experiences and speak to life in the Morgridge culture.  Contact the Morgridge College of Education Office of Admissions at edinfo@du.eduto be connected to a Student Ambassador or another current student in your program of interest.

Application and Admissions

How important are my GRE scores for admission?
  • Not all programs require a GRE score. In most programs, GRE scores are not the deciding factor for admittance; they are only one of many criteria used for admissions evaluation.
What if I do not have GRE scores? Can I use another test I took?
  • When required for admissions consideration, the GRE is the only test accepted. Regardless of the requirement to submit GRE scores, all international applicants/non-native English speakers are required to submit an official, valid TOEFL score.
From whom should I get letters of recommendation?
  • It is best to obtain letters of recommendation from professors or professionals who know you well. For recent graduates, ask for recommendation letters from former professors that can speak to your academic abilities as well as your character. For individuals entering the program with years of work experience, letters of recommendation from professionals who have seen your ability to work with children, adolescents and/or families are recommended.Most importantly, choose individuals that are knowledgeable about your past experiences as well as your goals for the future, and who know you well enough to adequately discuss your accomplishments and potential.
Is an interview required for admission?
  • Yes, interviews are required as part of the admissions process. If you are selected for an interview, you will be notified of the interview dates and location details. If you are unable to come to your in-person interview, you may complete your interview via Skype or phone.  We strongly encourage you to attend the on-campus interview day as it will provide the best opportunity for you to learn about the program, see the campus, meet current students and experience the Morgridge culture for yourself.
What is required for application to Morgridge College of Education?
  • The application materials may include: a completed online application, a 2 to 3 page statement of goals, resume, official transcripts from every higher education institution attended, letters of recommendation (2 for MA, 2 or 3 for PhD, depending upon the program), a $65 application fee, and GRE scores for specific programs (which should be sent directly to the university).
When will I hear about the status of my application?
  • Applicants will receive an email that their application was received by the DU Graduate Studies Admissions Office and will be notified if there is any missing information. Students are encouraged to check on the status of their application materials by emailing gradinfo@du.edu. Once an application file is complete, the file is sent to the Morgridge College of Education Office of Admissions to be reviewed by program faculty. Typically, decisions about acceptance into a program are made two to three weeks following the on-campus interview day. To check on admission decisions, you may contact the Morgridge College of Education Admissions office at (303) 871-2509 or (800) 835-1607 or email at edinfo@du.edu.
Can I defer my admissions or change my entry term if necessary?
  • Some graduate programs allow deposited students to request a one-time change of admit term to indicate a start term one quarter early or a deferment to the date of his/her intended enrollment for up to one academic year. Contact the Morgridge Office of Admissions at edinfo@du.edu for more information about changing your admissions term.
 

Waivers and Transfer Credits

Can I transfer credit from an undergraduate class?
  • No, only graduate-level courses can be transferred and the course must have been taken within the last five years and from an accredited program. Transfer credits cannot have been used toward another degree. There is a limit to the number of graduate credits you can transfer into DU based on the degree you are applying to (see below). If it is appropriate to waive a course (e.g. similar course already taken, content knowledge demonstrated, or successful test-out for certain research courses) the course credit hours must still be utilized for another course. A waived course does not mean a reduction in credit hours required. If your undergraduate work is similar in content to a required graduate course, you may be able to waive a required course after a review of the content with your advisor. A waived course allows you to take another graduate course in place of the one we require if you have already taken a course with very similar content. Transfer courses are different than waived courses since they reduce the number of credits you take at DU.
What graduate coursework is accepted as transfer credit?
  • Transferring graduate coursework into DU is discussed on an individual basis with your advisor. If you wish to transfer in comparable graduate-level coursework, you will need to bring in the syllabus, text, other course materials, and you must have an official transcript on file from the institution. The transfer must be initiated through your advisor in the first quarter of your program. The graduate coursework you wish to transfer must be no more than five years old, cannot have been counted toward another degree, and must be transferred in your first quarter of enrollment at the University of Denver. A maximum of 10 quarter hour credits may be transferred into the MA and a maximum of 15 quarter hour credits may be transferred into the EdS, PhD and EdD programs. Graduate coursework that is transferred in will reduce the total number of DU credits you will need to graduate.
Will my graduate coursework for my previous graduate degree count?
  • Credits that have already been applied to a degree cannot be counted again toward another degree. If the credit was not used toward another degree, see above for information on transfer credits. For more information or to discuss your specific situation, contact the Morgridge Office of Admissions at edinfo@du.edu.

Internships and Assistantships

Does every student get a paid internship?
  • No, not all internships are paid.  Program faculty will work with you to set up an internship in the community or school of your choice. Some internships are paid and some are not.  All internship sites must meet all program standards and must be approved officially by the Program Chair or designee.
Can I take an internship out of state?
  • Yes. It is possible to complete your internship in another state for most programs; however it does require extra work and planning to ensure that the internship site and supervisor meet our internship requirements. To determine if this is an option for your program, contact the Morgridge Office of Admissions at edinfo@du.edu.
Does the program arrange for the internship placements?
  • Program faculty help mentor and facilitate the internship placement process, but students generally must apply and be selectedby the organization as interns. Students are required to actively pursue particular internships they desire and complete the interviewing process. All internships must be approved by the program director or designee prior to the beginning of the internship year.
What funding or assistantships are there for graduate students?
  • A variety of types of aid are available for graduate students. A select number of stipends are available for incoming students who are paired with a faculty mentor to conduct research in their area of interest. Advanced students often have the opportunity to obtain stipends for similar work. There are a limited number of Graduate Teaching Assistantships and Graduate Research Assistantships also available to advanced students in the program that provide some tuition reimbursement as well as monthly stipends.

Tuition and Financial Aid

What is the cost of tuition?
Will I need to pay out-of-state tuition, or how do I get in-state tuition?
  • The University of Denver is a private institution, thus tuition is the same for both in-state and out-of-state students. For an estimate of yearly costs, visit the Office of Financial Aid.
Are scholarships available?
Is financial aid available?
  • In order to apply for financial aid at the University of Denver, and be considered for federal grants and scholarships, you must have a current Free Application for Federal Student Aid (FAFSA) form on file. Federal financial aid is available to qualified students. For information on financial aid, visit the Office of Financial Aid.Student employment may also be available for graduate students. Financial Aid requires students to be enrolled in a minimum of 4 quarter credit hours in a term.

Insurance, Immunizations and Housing

What kinds of insurance coverage do graduate students receive?
  • Graduate students have the option of obtaining their own private health insurance or using the health insurance provided by the University of Denver. For specific information regarding the coverage under the University of Denver’s plan, visit the Health and Counseling Center.
What immunizations are required for students?
  • All students must show proof of MMR (measles, mumps, rubella) immunization. (CO Revised Statuses 25-4-901 to 909) Students will NOT be able to register for classes without providing this information. Exemptions for medical, religious or personal reasons may be submitted. See the Health and Counseling Center website for more information on immunizations and a link to the Certificate of Immunization form.
What is the cost of housing?
  • Graduate students have the choice to live on or off the University of Denver campus. Information regarding on-campus housing can be found at Housing and Residential Educationand includes information about building options, dining plans, parking and other related information. Off-campus housing information includes links to nearby apartment complexes as well as information about how to find roommates, transportation, childcare, banks and other information regarding living in the area.
Master of Arts in Curriculum and Instruction

If you are an experienced teacher without a master’s degree and seeking to advance in your career, the Master of Arts (MA) in Curriculum and Instruction can prepare you for  traditional and non-traditional positions in education that require planning, consulting, research, curriculum development, evaluation and policy-making.

Small seminars, independent projects, specialized courses and the opportunity to take courses offered in other programs in the College makes the program flexible enough to allow you to examine areas of interest in depth:

  • Mathematics Education
  • Gifted education
  • Innovative teaching, curriculum and learning (such as aesthetic learning and arts in education)
  • Philosophy and foundations of education
  • Social justice, urban education and diversity

If your interests lie outside these areas, we can work with you to develop a coursework plan that allows you to explore your unique interests.

* Beginning in the fall 2014, students can complete an emphasis in Mathematics Education.  The emphasis area is ideal for individuals who seek to become leaders in mathematics education, both in terms of theory and research, and practice (e.g., K-12 inquiry-based instruction and professional development). Mathematics courses specific to the needs of K-6 teachers are also being offered in summer 2014. 

Graduation Requirements: 

The 45 to 46 quarter credit hour program requires that students complete 9 quarter credit hours of courses in a specific “cognate” area. The cognate areas include Aesthetics, Cultural Linguistic Diversity, Gifted Education, K-6 Mathematics, Literacy and Special Education. A comprehensive exam must be completed at the completion of coursework.

Approximate Completion Time: 

2 to 3 years

Tuition Cost: 

$1,104 per quarter credit hour for the 2013-2014 academic year (scholarships available)

Apply for CI MA
Admissions Contact:

kristina coccia

Kristina Coccia
Kristina.Coccia@du.edu
303-871-2508

Master of Arts in Early Childhood Special Education
Graduation Requirements:

The 54-quarter-credit hour Master of Arts in Early Childhood Special Education program requires that students complete 300 hours of practicum and successfully pass the PRAXIS or PLACE Elementary Exam . Upon completion of the program, graduates may apply for an Early Childhood Education Endorsement through the Colorado Department of Education (CDE).

Approximate Completion Time:

Less than two years

Tuition Cost:

$1,104 per quarter credit hour for the 2013-2014 academic year (scholarships available including the Donne and Sue Fisher Endowed Graduate Scholarship for graduate students in the Early Childhood Special Education master’s program at DU’s Morgridge College of Education)

Apply for ECSE MA
Admissions Contact:

kristina coccia

Kristina Coccia
Kristina.Coccia@du.edu
303-871-2508

The Denver Teacher Residency (DTR – Urban Education)

The Denver Teacher Residency (DTR – Urban Education) is an innovative, hands-on teacher preparation program designed to cultivate and support exceptional teachers in high-needs schools within Denver Public Schools (DPS). DTR leads DPS efforts to recruit, prepare and retain high-quality urban educators to effectively meet the diverse needs of each student, improve academic achievement, and serve as leaders in Denver’s schools, district and community.

The Denver Teacher Residency’s progressive approach to recruitment and training reflects the diverse ethnic, racial, socioeconomic and linguistic needs of DPS’ learning community. DTR residents are paired with mentor teachers in classrooms serving a variety of high needs, including elementary English Language Acquisition (English and Spanish), Special Education, secondary mathematics or secondary science. This hands-on approach to teacher training and certification prepares you to meet the linguistic, communication and special learning needs found in any DPS classroom.

To learn more, visit the DTR website.

If you plan to attend University of Denver with a student visa, please click here for important information regarding licensure.

Compare our two master’s degree options for teacher preparation.
Master of Arts in Curriculum, Instruction and Teaching – Urban Education
Graduation Requirements:

The 52 quarter credit hour program includes a residency requirement in Denver Public Schools in elementary or secondary contexts. Upon successful completion of coursework, you will be eligible to apply for an initial Colorado teaching license (you must meet the Colorado Department of Education – CDE requirements for a Colorado initial teacher license and apply for the license with the CDE).

Approximate Completion Time: 

12 months or 4 quarters (begins in the summer quarter with completion in the following spring quarter). At the end of the program, you will become eligible to apply for an initial Colorado teaching license as well as endorsements in Cultural Linguistic Diverse and in Special Education.

Tuition Cost: 

Approximately $30,000

Apply to DTR Program

Masters through Teacher Education Program (TEP)

The Teacher Education Program (TEP) offers an intensive, integrated, professional preparation experience. The program is structured similar to Urban Teacher Residency (UTR) models so that course work and field experiences are purposeful, connected, gradual, and cumulative. Program features such as small class sizes, built-in peer support, high academic standards, and a 10-month residency in closely supervised field experiences with linguistically and culturally diverse students.  The mission of the program is to promote K-12 student success through mastery of the competencies of an effective teacher.

If you plan to attend University of Denver with a student visa, please click here for important information regarding licensure.

Compare our two master’s degree options for teacher preparation.

TEP offers a Master’s program that allows students to apply for Teacher Licensure in Colorado. Students also have the option of completing the TEP Certificate program which includes only the courses required to apply for Teacher Licensure in Colorado. Students must meet the Colorado Department of Education – CDE requirements for a Colorado initial teacher license and apply for the license with the CDE.

Concentration areas include:

  • Teacher Education Program – Elementary
  • Teacher Education Program – K-12
  • Teacher Education Program – Secondary
Accreditation:

Elementary, Secondary (English, math, science, social studies), K-12 License (music*, art, Spanish) – Colorado Department of Education (CDE)

*Requires a Bachelors of Music Education (BME)

Master’s with Teacher Licensure

Approximately 95% of TEP Apprentice Teachers pursue the Master’s Program with Teacher Licensure.  With this option, Apprentice Teachers complete Teacher Licensure in 10 months and Master’s specialization courses in 2 months, for a total of 12 months.  This includes 52 credit hours of coursework, 43 credits for licensure, 9 credits for the completion of the Master’s degree, and the completion of program requirements.

Upon being accepted to the TEP program, you will need to complete a Content Verification Form (CVF) to assess your content knowledge.  Click here for more information on the CVF.

Tuition Cost:

$1,104 per quarter credit hour for the academic year 2013-2014

(Substantial scholarships are available; typical scholarship awards to students in this program reduce tuition by 40% to 50%, resulting in an estimated tuition rate between $555 and $665 per quarter credit hour)

Credits Required for Completion:

52 credit hours

Approximate Completion Time:

12 months – 5 quarters to complete the MA and become eligible to apply for an initial Colorado teaching license (students must meet the Colorado Department of Education – CDE requirements for a Colorado initial teacher license and apply for the license with the CDE)

Graduation requirements:

The 52 quarter credit hour program includes field experience in elementary or secondary context, passage of content exam, completion of course provisionals, and completion of program coursework and expectations.

  • Students select from one of three concentration areas:
    • Teacher Education Program – Elementary
    • Teacher Education Program – K-12
    • Teacher Education Program – Secondary
  • Apprentice Teachers are required to complete 840 hours of field experience in diverse public school classrooms. Apprentice Teachers are required to be at their fieldwork site three days a week during fall and winter quarters and four-five days a week in the spring quarter. A gradual release of responsibility leads to solo teaching throughout the 10-month residency.
  • To complete the MA, students must complete 9 quarter credit hours of courses in a specific “cognate” area. The cognate areas include Aesthetics, Cultural Linguistic Diversity, Gifted Education, K-6 Mathematics, Literacy or Special Education.
Apply to TEP Program

 

Teacher Education Program- Licensure Only

Tuition Cost:

$1,104 per quarter credit hour for the academic year 2013-2014

(Substantial scholarships are available; typical scholarship awards to students in this program reduce tuition by 40% to 50%, resulting in an estimated tuition rate between $555 and $665 per quarter credit hour)

Credits Required for Completion:

43 credit hours

Approximate Completion Time:

The Teacher Licensure only option is completed in 10 months with 43 credit hours of coursework and the completion of program requirements.  This program starts each summer and students complete their program requirements in the spring.

Graduation Requirements:

The 43 quarter credit hour program includes completion of coursework in one of three concentration areas:

  • Teacher Education Program – Elementary
  • Teacher Education Program – K-12
  • Teacher Education Program – Secondary

Upon completion, students become eligible to apply for an initial Colorado teaching license (students must meet the Colorado Department of Education – CDE requirements for a Colorado initial teacher license and apply for the license with the CDE).

Apply to TEP Program

TEP Dual Undergraduate-Graduate Program

Overview:

The mission of the dual undergraduate-graduate degree in the Teacher Education Program is to prepare and educate teachers academically, pedagogically, and professionally for K-12 schools in the United States.Additionally, the dual degree program will provide perspective teachers with the necessary social, political and cultural knowledge to understand the diverse backgrounds of their students and to turn that understanding into effective forms of teaching and learning for all students.The program is organized around the following themes

-Content Knowledge Expertise

The dual degree program is committed to the task of ensuring that all graduating teachers are well qualified academically to teach the grade level requirements and content areas associated with their teaching license.This goal is accomplished, in part, by linking a teacher candidate’s undergraduate course selection with graduate level content area courses, when appropriate and available.The essential question guiding learning in this domain is- What do I teach?

-Effective Instruction

The dual degree program believes that effective instruction requires both technical skill and cultural understanding.We approach teaching from an asset model rather than a deficit model.All K-12 students can achieve and experience academic success if their teacher offers the right combination of academic support and intellectual challenge.Knowing how to find this balance requires knowledge of curriculum, lesson planning, and the application of student-centered forms of teaching.Effective instruction also requires responsiveness to the social, cultural, and linguistic identities that students bring to school.A successful teacher will value diversity and look for ways to bridge home and school contexts.The essential question guiding learning in this domain is- How will I teach?

-Instructional Justification

During a career of teaching, a principal or a parent is likely to ask a teacher the following question: Why do you believe that the way you are teaching is better than other competing approaches to teaching?Knowing how to answer this question can make all the difference in the teacher’s instructional confidence and commitment to equity.The dual-degree program will provide resources for answering this question drawn from courses on effective instruction, curriculum design, and experiences that invite a philosophical exploration of teaching styles. The essential question guiding learning in this domain is- Why do I value a certain approach to teaching?

-Teacher Selfhood

The most successful teachers in K-12 schools show up and embody a sense of calling into the profession of teaching.Students realize that their teacher cares deeply about the subject matter and these teachers constantly look for ways to introduce their students to the love of learning.The dual degree program will offer you many opportunities in courses and field experiences to reflect on the ways that teaching may or may not be core to your sense of selfhood.The essential question guiding learning in this domain is: What are the passions and gifts that I bring to the classroom?

-Graduate Level Work

Dual degree students are expected to approach their learning at a level of scholarly thought, critical analysis, and creative problem solving consistent with earning a Master’s degree.This means paying attention to the content of academic material you read in class and reflecting on the ways that educational writings influence your thinking about schooling.The essential question guiding learning in this domain is: Which intellectual tradition best supports my approach to instructional design and implementation?

Program Structure:

The Dual Undergraduate-Graduate Degree Program in TEP is an approved program in which a University of Denver undergraduate student begins taking classes toward a graduate degree program prior to earning a baccalaureate degree. Both degrees must be earned within five years of matriculation into the undergraduate degree program. Dual degree students in the TEP program take nine hours of graduate course work in their senior year (all nine hours double-count as undergraduate and graduate level course work).Dual degree students are assigned an academic advisor in the TEP program who will guide the student toward appropriate graduate courses in the Morgridge College of Education (MCE).The nine hours of MCE course work can be spread across the fall, winter, or spring quarter; or stacked into one or two quarters.The licensure course work for the dual degree programs begins the summer (early August) after completing the undergraduate degree and continues through the fall, winter, and spring quarters of the fifth year. Licensure areas include: K-12 Art, K-12 Music, K-12 Spanish, Elementary Education, and Secondary Education (Math, Science, Social Studies, and English).

Admissions:

Dual degree students should initiate the admissions process in the winter of their junior year, in preparation to be accepted to begin their graduate course work as early as the first quarter of their senior year.Applicants should expect a rigorous admissions process including a full review of their materials as well as an on-campus interview, typically in the spring.

Financial Aid and Scholarships:

Dual degree students who matriculated into their undergraduate program prior to fall 2013 will receive the following awards

a.Award from Office of Financial Aid for a fifth year of aid similar to what they received for their entire undergrad program (this is distributed over fall, winter and spring).

b.Award from MCE for the summer one term which is taken the summer after completing an undergraduate degree.

Dual degree students who matriculated into their undergraduate program in fall 2013 or after, will no longer receive aid in their fifth year from the DU Office of Financial Aid and will instead be eligible for the same scholarship package all incoming TEP students receive from the MCE[i].

Please contact the Morgridge College of Education for information on current levels of financial support.As a graduate student, dual degree students are eligible for higher levels of federal financial aid.Please contact the Office of Financial Aid for additional information.

Apply to TEP Program

Dual-Degree Curriculum and Scholarship Support

Winter of Junior Year

Senior Year

Post-BA

-Apply and be accepted to Teacher Education Program

-Take nine hours of course work either evenly split (three credits each quarter) or unevenly distributed across the three quarters

-Take 43 hours of teacher preparation courses starting in August and concluding at the end of the spring quarter

-Tuition paid at undergraduate rate minus undergraduate financial aid package

- Students starting undergraduate degree prior to fall 2013(receive fifth year support at current undergraduate support)

- Students starting undergraduate degree after fall 2013 (undergraduate rate ends and graduate students are eligible forMCE scholarship support)

 


[i] Boettcher and Daniels Fund students will be continue to receive the undergraduate award level in the fifth year. These awards will be funded through MCE.

Admissions Contact:

kristina coccia

Kristina Coccia
Kristina.Coccia@du.edu
303-871-2508

EdD in Curriculum and Instruction

If you are an educational practitioner seeking to become an expert in curriculum and instruction and interested in engaging in solving educational problems and challenges, the EdD is the ideal program for you.

By equipping you with cutting-edge applied research skills, creative educational vision based on established academic disciplines, moral imagination, curricular expertise and commitment to issues of equity and social responsibility, you will be prepared to become a leader and innovator in education.

You can specialize in the following areas:

  • Mathematics Education
  • Curriculum Studies
  • Gifted Education (leads to eligibility to apply for Colorado Department of Education Endorsement in Gifted Education)

* Beginning in the fall 2014, students can complete an emphasis in Mathematics Education.  The emphasis area is ideal for individuals who seek to become leaders in mathematics education, both in terms of theory and research, and practice (e.g., K-12 inquiry-based instruction and professional development). Mathematics courses specific to the needs of K-6 teachers are also being offered in summer 2014. 

Graduation Requirements:  

The 65-quarter-credit hour program requires that students pass a qualifying portfolio, pass a comprehensive examination and complete a doctoral-level research paper.

Approximate Completion Time:

3 to 7 years

Tuition Cost:

$1,104 per quarter credit hour for the 2013-2014 academic year (scholarships available)

Apply for CI EdD
Admissions Contact:

kristina coccia

Kristina Coccia
Kristina.Coccia@du.edu
303-871-2508

PhD in Curriculum and Instruction

If your goal is to pursue a career in academics as a professor and/or researcher, the PhD in Curriculum and Instruction is the right program for you.

You will take a wide range of courses in the areas of curriculum, instruction, foundations, diversity and research. The dissertation is designed to equip you with the skills to add new academic research to a specific area of education, ranging from theoretical to practical topics.

The flexible structure of our curriculum allows you to take courses offered in other programs in the College and throughout the university to enhance and expand your educational experience.

Graduation Requirements:

The 90-quarter-credit hour-program requires that students pass a qualifying portfolio, pass a comprehensive examination and complete and successfully defend a doctoral-level dissertation project.

Approximate Completion Time:

4 to 7 years

Tuition Cost: 

$1,104 per quarter credit hour for the 2013-2014 academic year (scholarships and graduate assistantships available)

Apply for CI PhD
Admissions Contact:

kristina coccia

Kristina Coccia
Kristina.Coccia@du.edu
303-871-2508

  • PhD/EdD – Currently not accepting new applications. Please consider applying for the 2015 term.
  • MA CI – While the application deadline has passed, we encourage you to complete your application because, if after our initial admission process we determine we have additional space, your application may be considered for admission.
  • MA ECSE – We are still accepting applications for the fall 2014 term.
  • Denver Teacher Residency Program – Currently not accepting new applications. Please consider applying for the 2015 term.
  • Teacher Education MA Program – We are no longer accepting applications for the 2014-2015 academic year.
Important Dates

Oct
8
Wed
2014
11:33 am Meet Us @ Morgridge @ Morgridge College of Education
Meet Us @ Morgridge @ Morgridge College of Education
Oct 8 @ 11:33 am – 12:33 pm
Meet Us @ Morgridge events are designed for potential new students to learn about our college and ask questions of faculty, staff, and current students. Click Here For Directions and Parking Info
Nov
14
Fri
2014
all-day Students of Color Reception @ Morgridge College of Education
Students of Color Reception @ Morgridge College of Education
Nov 14 all-day
For the Morgridge College of Education, diversity means more than just a number of minority students – it means a higher quality education. That’s why the school holds its annual Students of Color Reception.
Dec
15
Mon
2014
all-day EdD/PhD Applications Deadline
EdD/PhD Applications Deadline
Dec 15 all-day
Applications due for EdD and PhD programs in CFSP, CI, CP, ELPS, HED, RMS
Jan
23
Fri
2015
all-day MA/MLIS/EdS/Cert Applications De...
MA/MLIS/EdS/Cert Applications De...
Jan 23 all-day
Applications due for MA/MLIS/EdS/Cert programs ECSE, LIS, RMS, CI, CFSP, CP, HED.

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Current Student Contact:

karen paul-masaoka

Karen Paul-Masaoka
Academic Services Associate
Karen.Paul-Masaoka@du.edu
303-871-7013

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